Singapore does not track if PSLE widens performance gap between high- & low-SES students: Jasmin Lau

Minister of State for Education Jasmin Lau told Parliament on 8 April 2026 that students from higher socio-economic status (SES) backgrounds tend to perform better academically than those from lower-income households.

She noted, however, that the Ministry of Education (MOE) does not track, nor plans to track, whether secondary school placement based on Primary School Leaving Examination (PSLE) results “amplifies the skew” between high- and low-SES students.

“Globally, our students from higher social-economic status backgrounds tend to perform better academically than students from lower-income backgrounds. "

"We have not studied, nor do we plan at this time to study, whether secondary school placement based on PSLE results amplifies this skew,” Lau said.

She added that academic performance is influenced by many factors.

“Instead, our focus is to help all students achieve their full potential regardless of background.

This includes providing more support to students from disadvantaged backgrounds and providing porosity in our education pathways, such as through full subject-based banding at the secondary school level, to strengthen their education outcomes.”

MPs press for SES-related monitoring

Nominated MP Associate Professor Kenneth Goh asked whether MOE has considered assessing if PSLE school placement increases the performance gap between higher- and lower-SES students.

“Given that the SES performance gap and the SES slope are indicators of educational inequity, and given this House’s commitment to educational equity, would MOE consider tracking and targeting these indicators? Especially as they can give us a sense of whether the measures undertaken by MOE are working,” Goh asked in a supplementary question.

Lau responded: “I thank the member for his question. We will continue to monitor this trend closely as part of our overall efforts to ensure that all of our students are able to maximise their full potential.”

Social mixing and tiebreakers addressed

WP MP David Hoe asked two supplementary questions regarding social mixing and school placement mechanisms.

First, he sought details on how MOE actively strengthens social mixing across different SES groups and whether its effectiveness is tracked.

Second, he requested an update on whether a tiebreaker mechanism giving lower-SES students priority in oversubscribed schools is being considered.

Lau replied: “Our system of posting groups and full subject-based banding now allows many more of our students to experience social mixing outside of the formal curriculum. We also have CCAs and Values in Action projects that our students can participate in.”

On the second question, she said MOE is reviewing the matter and will engage the public in education conversations, updating Parliament when ready.

Addressing SES, tuition, and remedial support

Sengkang GRC MP Associate Professor Jamus Lim from the Workers' Party raised concerns on how access to private tuition may widen SES-based educational outcomes. He also asked whether remedial classes, common during his schooling, remain widespread given teachers’ long working hours.

Lau explained that MOE continues to provide additional support to students with higher educational needs through current programmes, even if the names of these initiatives have evolved.

“For instance, primary schools provide very targeted academic intervention for students needing more support to strengthen foundational skills in reading, literacy, and numeracy. "

"This includes learning support programmes, reading remediation programmes, and mathematics support. We want to ensure all students have access to assistance to improve their academic performances,” she said.

Programmes to strengthen pathways and support

Lau emphasised that MOE aims to provide flexible pathways and targeted help for students across SES backgrounds.

Full subject-based banding at the secondary school level allows students to learn at appropriate levels for each subject rather than being confined to a fixed stream.

She also noted that social mixing is encouraged beyond academics, through co-curricular activities and Values in Action projects, helping students build relationships and experiences across different socio-economic backgrounds.

“The Ministry’s focus remains on providing opportunities and support to help all students achieve their full potential,” Lau concluded.